Table 2 Standards of curriculum quality as reported in the literature
Article | Standards of Curriculum Quality (key findings) |
|---|---|
1. A Primer on Quality Indicators of Distance Education [33] | • Prompt feedback • Student support services • Programme evaluation and assessment • Clear analysis of audience • Documented technology plan • Course structure guidelines • Active learning techniques • Respect for diverse learning styles • Faculty support services • Strong rationale for distance education that correlates to the mission of the institution • Appropriate tools and media • Reliability of technology • Course structure guidelines • Implementation of guidelines for course development • Review of instructional materials • Institutional support and services |
2. Developing of indicators of an e-learning benchmarking model for higher education institutions [34] | • Institution and organisation • Curriculum and instructional design • Resources and information technology • Learning and teaching • Learner faculties and supporting personnel • Measurement and evaluation |
3. Understanding Quality Culture in Assuring Learning at Higher Education Institutions [35] | • Development of a relevant mission and vision • Achievement of internal/external standards and goals • Procurement of resources for optimal institutional functioning • Degree to which student complaints are addressed • Competence of instructors • Student engagement with faculty, staff and administration |
4. Counting quality because quality counts: differing standards in master’s in medical education programme [36] | • Modality, time frame and core teaching team of the taught component • Length of programme • Length of dissertation and time allotted for its completion |
5. Quality Assurance in Higher Education: A Review of Literature [37] | • Involvement of students in quality assurance process: student’s evaluation of academic programmes • Faculty-student interaction |
6. Development and validation of the Dundee Ready Education Environment Measure (DREEM) [38] | • Students’ perceptions of teaching • Students’ perceptions of teachers • Students’ perceptions of atmosphere • Students’ academic self-perception • Students’ social self-perception |
7. Designing an evaluation framework for WFME basic standards for medical education [14] 8. Preparing for an institutional self-review using the WFME standards – An International Medical School case study [17] 9. Evidence-based postgraduate training. A systematic review of reviews based on the WFME quality framework [39] 10. Evaluating a master of medical education programme: Attaining minimum quality standards? [40] 11. The importance of medical education accreditation standards [41] | • Mission and objectives • Educational programme • Assessment of students • Students • Academic staff/faculty • Educational resources • Programme evaluation • Governance and administration • Continuous renewal |